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The pedagogical logics of arts-rich schools: a Bourdieusian analysis

Thomson, Pat; Hall, Christine; Earl, Lexi; Geppert, Corinna


Christine Hall

Lexi Earl

Corinna Geppert


© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we bring Bourdieusian thinking to arts teacher practices that were common across the 30 secondary schools we studied for three years. In addition to a flexible approach to the curriculum which encouraged independence, intellectual challenge and risk-taking, teachers also engaged in arts brokerage–embodiment of arts engagement, ensuring students regularly visit cultural events/institutions, using local cultural resources, organising visits from artists/cultural organisations, enabling students to exhibit and perform for wider audiences, connecting students with arts workplaces and enhancing community arts participation. We approach this as a logic of practice associated with arts broker dis/positions drawn from teachers simultaneously occupying two chiasmatic fields–art and education.


Thomson, P., Hall, C., Earl, L., & Geppert, C. (2019). The pedagogical logics of arts-rich schools: a Bourdieusian analysis. British Journal of Sociology of Education, 40(2), 239-253.

Journal Article Type Article
Acceptance Date Nov 26, 2018
Online Publication Date Jan 10, 2019
Publication Date Feb 17, 2019
Deposit Date Feb 12, 2019
Publicly Available Date Jul 11, 2020
Journal British Journal of Sociology of Education
Print ISSN 0142-5692
Electronic ISSN 1465-3346
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 40
Issue 2
Pages 239-253
Keywords arts education, Bourdieu, teachers, pedagogy, arts rich schools
Public URL
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